title: Adult sibling experience, roles, relationships and future concerns - a review of the literature in learning disabilities.
abstract: OBJECTIVE
  This paper provides a review of the literature related to adult siblings of learning-disabled people.
  
  
  BACKGROUND
  Siblings of learning-disabled people are often looked upon as next of kin when older parents die; however, there is little research regarding sibling views and wishes.
  
  
  METHODS
  A literature review of published peer-reviewed empirical research was undertaken.
  
  
  METHODS
  Electronic databases and citation tracking were used to collate data using key terms such as adult siblings and learning disability. Relevant articles were analysed, compared and contrasted.
  
  
  RESULTS
  Six key themes emerged suggesting a varied impact of learning disability upon sibling lives in areas that include life choices, relationships, identity and future plans. Some siblings report a positive impact upon life, others state their lives are comparable with other adults who do not have a learning-disabled sibling and others still report a negative impact. Sibling roles and relationships are varied. Evidence suggests that sibling roles, relationships and experience are affected by life stage. Parents often have a primary care role for the disabled person, whilst siblings perform a more distant role; however, sibling involvement often rises when parents are no longer able to provide previous levels of support.
  
  
  CONCLUSIONS
  Many factors appear to affect the sibling experience and uptake of roles including gender, life stage and circumstances, level of disability, health status and relationships between family members. Siblings are concerned about the future, particularly when parents are no longer able to provide support, and many appear to have expectations of future responsibilities regarding their disabled sibling.
  
  
  CONCLUSIONS
  As siblings of people who have a learning disability are often expected by society to provide support, it is important that health and social care practitioners are aware of issues that may impact on this relationship.
authors.affiliation: University of Salford, Salford, UK. D.Davys@salford.ac.uk
authors.forename: Deborah
authors.initials: D
authors.lastname: Davys
authors.forename: Duncan
authors.initials: D
authors.lastname: Mitchell
authors.forename: Carol
authors.initials: C
authors.lastname: Haigh
mesh_terms: D000328:Adult; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology*; D008297:Male; D012380:Role; D035781:Siblings